Effects Of College Students’ Motivational Regulation Strategies And Autonomous Learning Ability On English Achievement By Structural Equation Modeling

In the last ten years,the discipline of teaching second languages has become increasingly concerned with motivation regulation,one of the major elements influencing the learning of foreign languages.There are few studies on the relationship between motivational regulation strategies and autonomous learning ability and their effects on English learning achievement,despite the fact that research on these topics is currently rather established.At the same time,there are few studies to verify the mediating effect of other variables between motivational regulation strategies and English achievement.The purpose of this study is to explore the use of motivational regulation strategies of non-English majors in English learning,and to establish a structural equation modeling to reveal the complex relationship among motivational regulation strategies,students’ autonomous learning ability and English learning achievement.This study mainly answers four questions:(1)What is the general state of college students’ motivational regulation strategies?(2)What are the relationships between college students’ motivational regulation strategies,English autonomous learning ability and English learning achievement? Which motivational regulation strategies have the greatest influence on English autonomous learning ability and English learning achievement?(3)What is the influence of college students’ English autonomous learning ability on their English learning achievement?(4)Does college students’ English autonomous learning ability play a mediating role between motivational regulation strategies and English achievement?The research takes 392 non-English major students from a comprehensive university in North China as the research subjects,the study uses the questionnaire survey as the research instrument,first disusses the research questions based on a hypothetical intermediary model,and the Bootstrap method is used to validate and modify the hypothetical model,and established a structural equation model with a good degree of fitting.The purpose of this paper is to reveal the influence of college students’ motivational regulation strategies and autonomous learning ability on English achievement.Major findings of the study are as follows:(1)The most commonly used motivational regulation strategy for college students in English learning is self-efficacy improvement,and the least used is self-reward strategy;(2)There is a significant positive correlation between eight motivational regulation strategies and English achievement;there is a significant positive correlation between autonomous learning ability and English achievement.Overall,there is a significant positive correlation between eight motivational regulation strategies and autonomous learning ability,motivational regulation strategies can significantly predict autonomous learning ability,and motivational regulation strategies have higher predictive power.Self-reward is the strongest predictor of English achievement,followed by interest promotion and performance goal arousal.(3)The four dimensions of autonomous learning ability can significantly predict English achievement.Strategy autonomy is the strongest predictor of English achievement.(4)Autonomous learning ability plays an intermediary role between motivational regulation strategies and English achievement.This study reveals the interaction and mechanism among motivational regulation strategies,autonomous learning ability and English achievement,which is of great theoretical and practical significance.The study finds that it is helpful to strengthen students’ awareness of using motivational regulation strategies,augment their English autonomous learning ability to maintain their own motivation at a good level,and boost their interest in English learning,so as to promote their English learning achievement.finally realize the virtuous circle of motivation regulation-autonomous learning-English learning achievement improvement.